What it is. A summary that misses the end of the page is not a summary.
Why our test works. Spiral return of Unit 0 lesson 3 on harder material — the fault is the same and the load is greater, which is what makes it a test rather than a repeat.
Leans on. Unit 0 lesson 3.
Watch for. Have them test a classmate's summary against the page. Others' faults are easier to see.
Write one summary sentence that covers every part of the page. The worked example is the one you build on the board: Teacher writes a summary that only covers the top half, names the fault aloud, and fixes i The class reads Writing Book 5, p.65 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U12 set 1, U17 set 1: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, building it on the board and leaving it up: Teacher writes a summary that only covers the top half, names the fault aloud, and fixes it. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class tests a candidate summary against each section of the page. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 5 to page 65 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Write one summary sentence for a full page of notes.
You close on the exit direction — Prove your summary covers the bottom of the page. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: One sentence, the whole page.
Have them test a classmate's summary against the page. Others' faults are easier to see.